教師導向教學法與同儕協助學習法之比較：並行處理設計之應用

The Comparison Between Teacher-Directed Instruction and Peer-Assisted Learning in Vocabulary: An Application of the Parallel Treatment Design

本研究旨在探討並比較教師導向教學模式和同儕協助學習策略，應用在智能障礙學童學習單字成效之差異。採用單一受試研究法中的並行處理架構，結合跨受試多探試和交替處理設計。研究樣本共三名，分別為輕度、中度及重度智能障礙學童。資料蒐集後透過視覺分析與C統計處理，所獲結果陳述如下：第一，教師導向教學模式強調教學情境的控制及教學方法的應用，其適用範圍較廣。若應用於輕度智能障礙學生的語文課程，單字學習效果頗佳，且能在短時間之內教會學生記得所有單字，然而其保留效果不理想。對重度學生而言，教師導向教學策略的效果略差，且保留效果也不如預期。第二，同儕導向學習策略強調教學者和學習者之間關係的建立及學習內容和日常生活的連結。研究發現當應用在輕度智能障礙語文課程時，其學習單字的成效不如教師導向教學模式。然而，若實施於重度智能障礙課程，則其單字學習效果優於教師導向教學，同時保留效果也略勝一籌。

The differential effects of vocabulary learning between teacher-directed instruction (TDI) and peer-assisted learning (PAL) by students with varied levels of mental retardation were examined and compared in this study. The parallel treatment design, which combined multiple probes across subjects and the alternating treatment designs, was employed as the main research framework. Three primary school students consisting of mild to severe mental retardation participated in this study. The visual analysis and C statistics were used to analyze the obtained data. Primary results were as follows: First, the TDI mainly focused on the control of instructional settings and the use of instructional strategies. When TDI was employed in teaching vocabulary to students with mild disabilities, they could learn new words well in a short time. However, the effects could not be maintained. If TDI applied to students with severe disabilities, the effects and the maintenance were not as well as expected. Second, the PAL extremely emphasized the relationship between the instructor and the learner as well as the link between teaching materials and daily life. The findings indicated that when PAL was employed in teaching vocabulary to students with mild disabilities, the effects could not compete with TDI. However, if applied to students with severe disabilities, it achieved better effects than TDI. In addition, the learned vocabulary could be maintained.